The Effects of Student Perception of Assigned Texts on Performance-Based Assessments

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dc.contributor.authorLafferty, Elizabeth
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-10T21:22:27Z
dc.date.available2016-02-10T21:22:27Z
dc.date.issued2014-07
dc.description.abstractThe purpose of this study was to determine if interest in assigned texts would affect performance on assessments of selected 8th graders enrolled in a standard Language Arts class. The measurement tool that was used was a survey designed by the researcher to measure interest, and curriculum based assessments aligned with the given texts. This study compared survey data with that of the assessment in order to find a relationship. Achievement gains were of little significance with only one novel having a negative correlation, and no relationship found with the other novel. The results imply that interest is not needed in order for students to perform satisfactory. Research in this area should continue since this would be a major factor in organizing curriculum, and student learning and achievement.en_US
dc.format.extent31 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2DH8K
dc.identifier.urihttp://hdl.handle.net/11603/2212
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshBooks and reading -- Research
dc.subject.lcshLanguage arts (Secondary) -- Study and teaching
dc.subject.lcshLanguage arts (Secondary) -- Ability testing -- Research
dc.titleThe Effects of Student Perception of Assigned Texts on Performance-Based Assessmentsen_US
dc.typeTexten_US

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